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Module 3: Curriculum Expectations and Language Demands

Lesson Plan Analysis


Lesson Name: Pink Shirt Day & Anti-Bullying Posters Date: Friday, February 17, 2017
Subject(s): Career Education and Physical Education Grade: 4/5
Teacher: Ms. Sonia

Big Ideas: Career Education (Grade 4 and 5)


 Public identity is influenced by personal choices and decisions
 Family and community relationships can be a source of support and guidance when solving problems and making
decisions

Content: Career Education (Grade 4 and 5)


 Personal Development
 problem solving and decision making strategies
 Connections to the community
 cultural and social awareness
 safety hazards and rules at school, at home, and in the community

Big Ideas: Physical Education (Grade 4 and 5)


 Personal choices and social and environmental factors influence our health and well-being
 Developing healthy relationships helps us feel connected, supported and valued

Content: Physical Education (Grade 4)


 Strategies for responding to potentially hazardous, unsafe or abusive situations, including identifying common
lures or tricks used by potential abusers
 Strategies for responding to bullying, discrimination, and violence

Content: Physical Education (Grade 5)


 Strategies to protect themselves and others from potential abuse, exploitation, and harm in a variety of settings

Lesson Plan:
 Discussion Questions
 What is Pink Shirt Day?
 What are the different forms of bullying?
 YouTube Clip
 Watch “The Story of Pink Shirt Day” (3:04)
 As students watch video clip have them complete the accompanying questionnaire (multiple choice)
 Go over answers to questionnaire
 Think-Pair-Share
 Pink Shirt Day was started because a boy wore a pink shirt to school. The colour pink is associated with
girls and so the kids at his school teased him. Can you think of other things kids may be bullied about?
 Paragraph/Anti-Bullying Posters (due Tuesday, February 21, 2017)
 Describe both assignments/review criteria
 Have students start working on their assignments
 Exit Slip: Name one person you can trust or go to if you or someone you know is being bullied

Assessment:
 Participation in discussion and TPS
 Questionnaire
 Paragraph
 Anti-Bullying Poster
 Exit Slip
Adaptations:
 E***: Print a few Anti-Bullying posters/colouring sheets. Have Elsa choose which one she would like to colour
(instead of making a poster). Does not need to complete paragraph. Have Elsa respond verbally to the Exit Slip
Question
 C*****: Can type his paragraph (leave the choice up to him)

Materials/Resources:
 Laptop and projector
 Video clip questionnaire
 Paragraph and Anti-Bullying Poster handouts/criteria sheets
 Anti-Bullying colouring sheets
 Exit Slip paper
 Pencil Crayons, markers, etc

Possible Extensions:
 Students can create an Anti-Bullying commercial using iMovie on their iPads
 Students can write a letter giving advice to someone who is being bullied

Tasks for Early Finishers:


 Work on:
 Science: Finish Blood Books
 Social Studies: Government Worksheets, if didn’t complete for homework
 Language Arts: Continue working on Poetry Booklets
Anti-Bullying Paragraph
1. Answer ONE of the following questions in paragraph form in the space below (if you need more space you may
attach a separate piece of paper).

a) Why do you think it is important to have a Pink Shirt Day?

b) What are some things you can do to help prevent bullying in our school?

c) Have you witnessed bullying? Describe the incident and what you did. What you think you could have done
different?

I choose to write my paragraph on option _________

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Criteria for Anti-Bullying Posters

Create an Anti-Bullying Poster that we can put up in our classroom! Your poster must have a clear message about
bullying not being acceptable and a catchy, original slogan (like the ones in the examples we saw).

Before you hand in your poster, make sure to check that you have followed all the expectations listed below,
complete the self evaluation and submit this sheet with your poster. Remember, only hand in your poster when you
can honestly give yourself a score of 3 for each of the expectations.

Your poster will be marked using the following scale:


3 = Included, instructions followed with complete accuracy
2 = Included, instructions followed with some accuracy
1= Included, instructions followed with limited accuracy
0 = Not included

One thing I can do to stand up against bullying in my classroom or school: ______________________________


______________________________________________________________________________________
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Expectations Self Evaluation


1. I have made my poster
neat, legible, and easy to 3 2 1 0
read
2. I have made my poster
colourful (limited 3 2 1 0
whitespace)
3. I have made my poster
well-organized. (ie/ the
poster doesn’t look
cluttered, everything is 3 2 1 0
spaced out nicely, I have
made good use of my
page, etc.)
4. I have included an
3 2 1 0
attention grabbing slogan
Overall Expectations of the Lesson:
- Students will understand the seriousness of bullying

Specific Expectations of the Lesson:


- Students will understand the importance of Pink Shirt Day
- Students will advocate against bullying

Language Demands:
- Knowing specific vocabulary required for the lesson
o Bullying
 Physical
 Verbal
 Cyber
o Anti-Bullying
o Pink Shirt Day
o Teasing
o Slogan
- Speaking
o Discussion
o Think-Pair-Share
- Listening to
o teacher
 facilitate lesson/ask questions
 give instructions
 describe tasks/assignments
o peers
 respond to discussion questions
 partners during Think-Pair-Share
 sharing with the class during Think-Pair-Share
 sharing answers to questionnaire
o video
- Reading
o Questionnaire
o Criteria for Anti-Bullying Poster
o Self-Evaluation
o Paragraph options
o Exit Slip
- Writing
o Questionnaire
o Paragraph
o Anti-Bullying Poster
o Self-Evaluation
o Exit Slip
- Developing an opinion/reflecting
o Paragraph writing – “What do you think___”
Reflections:
I have always thought that language is a big part of any subject, but prior to completing this exercise I never
really thought about how many language demands we place upon our students. By the end of the day, when
an ELL has made their way through all their subjects, they will have likely experienced a taxing amount of
language demands. Going forward, I will be cognisant of this when planning lessons and will try to reduce the
load of demands I am placing on my ELLs.